Observation/Reflection Form

Student Teacher:Animee Hector Date: 4/19/2017 School Grade/Subject: Visual

Arts

Master Teacher: Tracey Carter Observation of Lesson (Select one): Master

Teacher

Formative Evaluation
Directions: Please place a check mark in one of the performance levels for the TPEs observed in
this lesson and include evidence of the selected focus TPEs. (You do not have to evaluate all
TPEs in one observation).

Examples of scripted evidence aligned to the TPEs

T Today, we are going to add two-digit numbers. Why is it important to know how to add
two numbers? Pair-share with your neighbor.
S1 Because when we go to the store and want to buy 2 toys, we know how much we
owe.
S2 Yeah. You can add it in your head and know how much money you need.
(TPE 1.3 - Connect subject matter to real-life contexts and provide active learning
experiences to engage student interest, support student motivation, and allow students to
extend their learning)
T What is your answer for #5? What is 66+23?
S 89
T- Good job!
(TPE 5.3 You can extend the students reflective thinking by having him explain how he
arrived at the answer)
Teaching Performance Expectations (TPE)
Exemplar
Beginnin Developin Proficien y
TPE 1: Engaging and
g g t Practice
Supporting All Students in
Practice Practice Practice (clear and
Learning
(little or no (partial (clear consistent
evidence) evidence) evidence) evidence)
1.3 Connect subject matter to real-life
contexts and provide active learning
experiences to engage student
interest, support student motivation,
and allow students to extend their
learning.

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 Observation/Reflection Form

Evidence:
Pictures chosen by Miss Hector were interesting to the students, included
multicultural elements representative of the student population, and
provoked discussion.

1.8 Monitor student learning and

adjust instruction while teaching so
that students continue to be actively
engaged in learning.
Evidence:
Teacher monitored by walking around the room, listening to discussions, and
noting when students began to be off task in their discussion.
(Monitors while students continue to write.) "Raise your hand if you need
more time. Ok, a few more minutes. Okay, wrap up the last thoughts."

Exemplar
TPE 2: Creating and Beginnin Developin Proficien y
Maintaining Effective g g t Practice
Environments for Student Practice Practice Practice (clear and
Learning (little or no (partial (clear consistent
evidence) evidence) evidence) evidence)
2.1 Promote students' social-
emotional growth, development, and
individual responsibility using positive
interventions and supports,
restorative justice, and conflict
resolution practices to foster a caring
community where each student is
treated fairly and respectfully by
adults and peers.

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 Observation/Reflection Form

Evidence:
Reviews acceptable ways for students to respond to each other, disagree, or
build on one another's comments in a respectful manner. "So if you guys look
at this paper, one side is respectfully disagreeing with each other and the
other side is building on each other's comments."
"Keep discussing this with your partner. Sh, listen. This is what he sees. Any
other ideas? Alright, does anybody have any other perspective on this
picture?"

2.5 Maintain high expectations for

learning with appropriate support for
the full range of students in the
classroom.
Evidence:
Sentence stems given to help all students respond to the material and be
able to articulate their ideas and opinions. Clear directions and stated
objective reviewed with the students at the beginning and end of the lessons
helped students understand what they were doing.

Exemplar
Beginnin Developin Proficien y
TPE 3: Understanding and
g g t Practice
Organizing Subject Matter for
Practice Practice Practice (clear and
Student Learning
(little or no (partial (clear consistent
evidence) evidence) evidence) evidence)
3.3 Plan, design, implement, and

monitor instruction consistent with
current subject-specific pedagogy in
the content area(s) of instruction, and
design and implement disciplinary
and cross-disciplinary learning

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 Observation/Reflection Form

sequences, including integrating the

visual and performing arts as
applicable to the discipline.
Evidence:
The lesson was well organized with pacing that accomodated student's
various rates of processing. Clear objective was easy to measure and student
engagement was high. Suggestion to utilize art work from the Ancient
Civilizations to extend and bring depth into cross curricular areas. Lesson
was interesting but did not connect to current learning objectives.

3.5 Adapt subject matter curriculum,

organization, and planning to support
the acquisition and use of academic
language within learning activities to
promote the subject matter
knowledge of all students, including
the full range of English learners,
Standard English learners, students
with disabilities, and students with
other learning needs in the least
restrictive environment.
Evidence:
Excellent reference sheet provided for students with sentence stems to help
them respond to the questions and remarks made by other people. Work with
partners to discuss the visual images before sharing out to the class as a
whole helped all students organize their own thoughts and hear the thoughts
of others.
"Okay, with your partner, talk about what you see. Keep discussing this with
your partner. Any other ideas?"

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 Observation/Reflection Form

Exemplar
Beginnin Developin Proficien y
TPE 4: Planning Instruction
g g t Practice
and Designing Learning
Practice Practice Practice (clear and
Experiences for All Students
(little or no (partial (clear consistent
evidence) evidence) evidence) evidence)
4.4 Plan, design, implement and
monitor instruction, making effective
use of instructional time to maximize
learning opportunities and provide
access to the curriculum for all
students by removing barriers and
providing access through instructional
strategies that include:
appropriate use of instructional
technology, including assistive
technology;
applying principles of UDL and
MTSS;
use of developmentally,
linguistically, and culturally
appropriate learning activities,
instructional materials, and
resources for all students,
including the full range of
English learners;
appropriate modifications for
students with disabilities in the
general education classroom;
opportunities for students to
support each other in learning;
and
use of community resources
and services as applicable.

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 Observation/Reflection Form

Evidence:
Visual Arts lesson was well paced and the number of slides discussed fit
nicely into the time allotted. Since the students were responding orally,
many of the elements of this TPE do not apply.

4.8 Use digital tools and learning

technologies across learning
environments as appropriate to
create new content and provide
personalized and integrated
technology-rich lessons to engage
students in learning, promote digital
literacy, and offer students multiple
means to demonstrate their learning.
Evidence:
Powerpoint slides used to display pictures and to provide reference for
answering the questions and guiding discussion.

Exemplar
Beginnin Developin Proficien y
TPE 5: Assessing Student g g t Practice
Learning Practice Practice Practice (clear and
(little or no (partial (clear consistent
evidence) evidence) evidence) evidence)

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 Observation/Reflection Form

5.1 Apply knowledge of the purposes,

characteristics, and appropriate uses
of different types of assessments
(e.g., diagnostic, informal, formal,
progress-monitoring, formative,
summative, and performance) to
design and administer classroom
assessments, including use of scoring
rubrics.
Evidence:
Students responded to two open-ended questions reflecting on the benefit of
discussing pictures with peers and clarifying or revising their own thinking
based on other's responses.
"Raising your hand, how is it different than what you thought when you
looked at it?" "Does that change your perspective?"

5.3 Involve all students in self-

assessment and reflection on their
learning goals and progress and
provide students with opportunities to
revise or reframe their work based on
assessment feedback.
Evidence:
"Now I am going to ask you to do some reflection on the paper in front of
you." Reads directions for student reflections. Questions they need to
answer are on the Powerpoint.
"Look back at the objective we had today." Reads the objective aloud. Think
about how you met this objective today. Thumbs up or down? How do you
think you did today?"
Now discuss with your partner how you met this objective discussing the
pictures today. Did you stay on task? Did you talk about something other
than the pictures?"

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 Observation/Reflection Form

Exemplar
Beginnin Developin Proficien y
TPE 6: Developing as a g g t Practice
Professional Educator Practice Practice Practice (clear and
(little or no (partial (clear consistent
evidence) evidence) evidence) evidence)
6.1 Reflect on their own teaching
practice and level of subject matter
and pedagogical knowledge to plan
and implement instruction that can
improve student learning.
Evidence:
Miss Hector reflected on how the lesson progressed and was pleased that it
flowed as planned. She did think that she would be able to hear more
sustained conversations from the children as they discussed the questionss
though.

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 Observation/Reflection Form

Summary
Please attach additional pages if necessary for responding to the items below.

Post-Observation Comments -

Example of Next Steps with Teacher Candidate (aligned to the TPEs):

- Ask students to self-reflect and think about why their answer is correct or
incorrect. Ask them to explain how they arrived at their answers. (TPE5.3 - Involve
all students in self-assessment and reflection on their learning goals and progress
and provide students with opportunities to revise or reframe their work based on
assessment feedback.)
Insert Post-Observation Comments here:
The students enjoyed discussing the art pieces that were chosen for
this lessons and always enjoy talking to their friends. You were able to
incorporate several of the "next steps" suggestions from the last
lesson. Well done! Questions were phrased in a manner that
eliminated unecessary answers so the lesson could move forward
smoothly. " Raise your hand if you don't know what group you are in."
was used instead of "Does everyone know what group they are in?"

Several procedural issues were also taken care of at the outset of the
lesson; passing out lined paper and partnering students up. Both
techniques also allowed the lesson to flow smoothly. "Before we begin, I
am going to put you in pairs. Teacher assigns students a group of
partners."

Classroom management is always an ongoing issue, especially when a

lesson is fun and motivating to the students. You tried several
strategies to bring them back to listen after the partner discussion.
Your box of management techniques can never be big enough!

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 Observation/Reflection Form

55 Fair Drive, Costa Mesa, CA 92626 vanguard.edu GRADUATE EDUCATION